Table Of ContentA Weekly Journal of
‘igher Education
kin
Jadian Uaiversities
Nal 52:9,
aera,
Ree,
‘Pes? G ALTBACH
Higher Education Crosses
Borders 1
Anvea Stamay
Food and Nutrition Curricular
Higher Education geared for the
Changing Indian Society 8
‘Murnzsn Kuan
Higher Education in India ~
and Emerging Trends r]
Raszsu
Population and Development,
Education in Higher
Education: Au Impact Study 1
DP Caarrorapavaza
Education for Bocial
Transformation
— Convocation Address 14
im. tlnis
Issue
THE INDIAN SCIENCE CONGRESS ASSOCIATION
14, DR BIRESH GUHA STREET
KOLKATA-700017
YOUNG SCIENTISTS AWARD PROGRAMME : 2004-2005,
To enccurage Young Screntists, The Indian Science Congress Association under the above programme
introduced a cumber of awards in January 1981. Evett award caries cash amorant of Rs.$,000.- and a
Certificate of ment.
1. Only members (1 ife & Ordinary} af the Association who had paid their subse:iption on or before
August 31, 2004 are eligible for consideration for the award. The upper age lim:t of the candidates for
the award is 32 years ay reckuned oa December 31, 2003 (only those born on er alter Jsmuary %,
1972 are ipible)
Three copies of full papers along wih their abstracts in triplicate (not exceeding 400 words) shall have
(a reach the office of the General Secretary (Lf grs.} nct ‘ater than August 31, 2004, At the tap of vach
copy of the paper and ils ahstraets, the name of the Section where the paper ss wu be presented should
be mdicated. The Sechons are 11 Agriculture and Foyestry Scuences 2) Animal, Veterinary and Fishery
Sciences 3) Anthropological and Behavioural Serences (including Archacclogy and and Psychology &
Educational Sciences} 4) Chemical Sciences 51 arth System Sc:ences 6) Engineering Sciences 71
Environincnial Scrences #1 information an Communtcation Science & Techwology melding Commuter
Sciences) 9) Materiais Seience 10+ Mathemaucal Sc exces (amcludang Statistics) (11 Medieal Sciences
Cnclading Physialogey 127 New Rinlogs Gacludng Boshemsiry, Biophysics and Molecular Bulogy
and Bratechnoloyy) 13) Physical Seirtces and 14) Plant Serencey
3. Three enpies of Bio-daia inchasing ful saree and address (wih Paone anit: maylyalongwatb the dare
dof birt (uly supported by attested copy of the cerficate). research expenence aust Membership
Number etc.. should be appended fo the complete paper
4, Work should be carried out m India ara this has to he eertiied by: the Heat af the Insntonien from
schere the canchdate is applying.
5. Thecancivae should give an unuertaking shat the work whch w being sulsutted yas nol been presented
imany sther Confereace Semanar-Ssmpoxiany ete. and has not ben subvrulie fir consuderalwon ef any
ther award
6. Incase uf a papet by more than one aurhors. the exudidate (young serentist? has tw be acknowledged
hy the other authorts) {in tenns of a certificate! + having made the major contnbution, A Young
Scientist could present only one paper in any one Seete: land nol a second paper with the same or any
other contest it any other Section).
7. Bull paper will be assessed for them content and at most six Young Seventists in zach seeton will be
invited to make oral prescntation of theic papers durmg the Science Congress Session, who wall be
provided adnussible travelling and daily allowances by the [SCA
8. The final selection for the Awarcs will he done by a duly constituted committee and the awards will be
given by the General President at Valedictory Session af tie 92nd Indian Se.cnce Congress tw be held
at Ahmedabad ftom January 3-7, 2005,
9 All correspondences should he made fo. The Genera? Secretary (Hgrs.). The Indian Science Congress
Associalion, 14, 1e.Buresh Guha SL, Kolkata-700017. Tel. Nos. (033) 2240-2551/2247-4530
Fax No 91-43-2240-2551, E-nunl. isca assocnta}gems.vsnl.net in / iscacal@vsalnet
April 12-18
2004
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A Weekly Journul of Higher
Education Published by the
IN THIS ISSUE
‘Higher Education Crosses Barter, 1
Food and Nutrinoa Curriculum in
Highe’ Education geared ior the
Changug Indian Seely 6
Higher Fdestion m india and
Emerging Trent 8
Population and evelopment
Education in M yher Ee sor
‘Ant Impact Stuky
Coaveention
Banaras Hindu University: Varanasy 14
‘Caenpus News
Intemational Canference on Dagutal
Librares 6
Refhesher Coane ww Chemtry IY
Drentat an Course at UPL UL
Mel berween IRISAT ard 1 $
Academy of Sclences
AVE News.
Natocal Serunav 09 [PR Issues if
the Context wf Online Fducat-on
and rs Delivers 2
Conomumeacion 2
Theses cf the Momh 2s
Classiied Adverisermems — Coser lil
Opiutous expressed in (he urtictes,
ave those of the contributors and de
not necessarily reflect the policies
of the Association
Editortal Comnittee Chairman:
Prof. Dayanand Dongsorkar
Editorial Committee
Mr Sampson David
Dr Sretla Rama Dewi Pani
Mr james ©
kaivor:
Dr Sistla Rama Devs Pani
|
i
Higher Education Crosses Borders
Pullfp G Atibach
(Monon Prafesser of Higher Educeuon and Director ofthe Cienterfor iorrntionat
Migher Education a: Boston College, Campion Hall, Chestnw Mill MA D74N7. 184,
Tet (617/552-4236, Fan: (02) 552-6422 [email protected])
Al present, abut two aultion students worldwide study outside of
there home countries, 3 number that a recent study suggests will ineresse
(6 eight million by 2025. Nations’ interest in stustent flow acrass borders
hhas increased in the past couple of decades for a mumber af reasons,
Industriahized courwies ave recogprzing the need Ww provide their students
with a global susscioustess and wit experience In osher cournties in
order fos them us compete in the global czanomy, For mstance, the
Furopean Union has institmed policies that have mereased the numbers of
students studying obis:de of their home counttes within the Union, With
ie esparsion ef the EL! end the implementation of the Balogsea mitianves
sohich will hammonze academic structures within the Buropean Linon,
these numbers should surge.
In addition, in sone countries demand for access 10 postsecondary
| education cutsinps capacity: In gereral the direclion of scademt flow is
from south to north. som the develope world 10 the rich countries of
the north, Toray, nose dan Half Ue wurld’s postsecondary students ace
ir. the developing worl, and this proportion wall grow io the sommg
scades. Many cf these lugh-growth countnes cannot educate everyone
St home and send icereasing numbers overseas to study. 1n addition <0
cupaeity, the nst:ntions of the acrih have a prestige und powe: due to
thew domination of the eucricolinn and of scueutiic discourse - that is
Urtle questioned mn the conternporary acadenic marketplace.
Fou those countries importing foreign stadents, intermatignal higher
education 1s big business. Forcign students contribute mors than $12
Titiwon te the 1S eccnorny each year, for example. aud two-thirds report
that their own and family funds pay fi theu study. fu Gie current
eevrronment ef hnancal consicsint, these students are inereasing’y
attractive International stents don just lil seals-—they alsc contribute
‘0 the nation’s glotal compeutiveness by swelling the numbers of highly
trained people ui key disciplines. In some grsduate spectalties such as
engineering, computer serences. and a few olhets, foreign scudents
constitule & maycrity of students at the doctoral level.
With its 58t.000 intemational students, the United States is currently
far the largest host country and home to more than a quarier of the
‘world’s forergn students Tt attracts more foreign students than the three
largest compeutors (ihe UK, Germany, and France) comsbined. The large
maotity of foreign stoden:s in the US come fom developing and newly
pilusinalizing countries. with 95 per cent coming from Asia (the top five
sendiug counties ore india, China, South Korea, Japan, and! Taiwan}
Bur there have been some significant variations in the countries from
whirl the TIS draws students over time, reflecting major economic or
pulitical shifts For example, fran was once one of the top sendiny
countties, but since the downfall of the Shah, virtually no students have
come ftom there. Inrionesia' recent economic troubles
combined with post-September 11 problems heve
reduced flows from that country down 10% in the
past year Inthe same period, Saudi Arabia and Kuwait,
both with strong academic ties 10 the US. have seen
declines of25%, while the Unuled Arab Emirates sdown,
by 16%. Conunued growth m enrollments from some
snggor Asian suppliers-—otably India, wluch replaced
Ching as the largest sending country to the US m 2001-
2002—and South Korea have partally offset losses
elsewhere, But even though it is not clear if the 2002-
2003 numbers are long-term patterns oF temporary
adyustmenis (there was considerable surprise that the
2001-2002 Figuics increased by 64%. despite the
romediste aftermath of Septermber 11). itis clear that
the continued US dominance of the world higher
‘education market is no longer indisputable
Pushes and Pulls
Nations have an interes: an student maobality. but
what motivates individual students ut gu abroad?
Studencs are ‘pushed! from their hone countnes by a
variety of forces. Many very able students are unable to
obtain entry snta local unsversihes because of lack uf
space and snmetimes very competitive oniry
Tequiremeris, Such students vften find 1 easier 1o gain
entry te good foresum insbtetions than to local schools
Many ufthe » orld Lundites! stuttents sock opportunites
abroad because there ate few, sf any, ‘world-class!
insututionsim much of the world, especrallv sn developing
countnes. Students also cave home when the
specialimations they want te study, trom asteuncemcal
physics 1p aspects of zoology, are unavaluble un their
wn countries, especially athe jraduate and profesormal
level.
Most developing natians offer very timired
opportuntiss for study at the masters and doctoral levels,
and the pmgrams that do exist often cannot compete
internationally
Sozia, and poltical forces also push students out
of ther home countries. In 3 few cases, desceimunitory
admissions policies. such as preferences given in
Malaysia to students of Malay background as opposed
te ethnic Chinese stadents, drive students 19 study
overseas. Students study abroad to escape polincal or
other repression at home or to experience academic
freedom. Some students seek to escape ftom acadernic
systems burdened by disruptions duc wo student unrest,
faculty strikes, closures by government authonitics, or
other problems.
Students are ‘pulled’ to study in the United States
in particular for many reasons. The US is generally seen
as the world’s best academic system. Some students
feel that the prestige of a degree trom a foreign
University, especially an Amencan degree, is preater than
tha of one from a local institution. Al the same time,
foreign students are attracted te howee-prestige faun-
‘year schools and to some of the best community colleges
in growing numbers, sometimes finding 1 easier to gain
admission 10 an unselective US institution thant to a
university at home. Thus, there are pulls’ from different
segments of the academuc system. Students are alsa
pulled by America itself—by the fwre of life in and the
plobally dossemimated culiure of the United States
A significant number of international students yo
abroad to study with the aim of staying in the host
country lo work and make a career. The LIS ts a major
altractor af these students hecause of sfc large and
Uiverse economy. the willingness of employers to hire
‘well. quatified foreigners, and the high salanes available
wi many fields. ncludmg mn academe 11s hard 0 quantify
his motrvation, since few international «tl! admit that
imawgration is a major gral. but the non-return rates of
studerts Irom several key sending countries ar:
indicauve, Estimates of Chinese and fauhan students
choosing tw mot return home afler ther stady sm the US,
for example, range from 66 60 92 per cont amd 77 a S¥
per cent, respeciavely
September U1 and US tmplic
The essential elements 0
educstion’s role in the World dil not change as a sesult
ptember 11. The CS academe and research
systems remaun the strongest in the workl, and students
ofS
worldwide cil see the | S.as a mayor seeder allractior
Furthermore, the very size and diversity of the 1S
contsnues to make it especially anzactive Yet shifs are
evident—soine abvinus, some suhtle, and some not yet
clear, While the Lotal numbers of internatwmal students
worldwide 1 growing. increases r forerg student
enrollments in the US stopped in 2002-2003, at a ume
when other countries have been seeing dramann growth
in their overseas entollmemts.
These countnes, increasingly entfeprenebsral 10
pursuit of graduate enrollments particularly, are seapiny,
the benefit of a progressively more inhospitable
environment for foreign students im the US.
Corning w study in the United States has become
an obslacle course, and prospective students abroad
are uncreasingly leery of stringent, changang, arbitrary.
and sometimes inconsistent government regulations
regarding visas, reporting lo government agencies, and
UN:VERSITY NEWS, 4215), APRILI2.18, 20064
the like, Students from developing counties, especially
Ghose Brom the Islamic world, report being sealed with
disrespect hy US officials in their countrses. American
university administrators responsible fer inferranonal
saudeots also seport that w significant cumbel uf students
are denied visas or are delayed sufficiently long that
Grey are unable to study in the US The onplementanen
of the Sevis computer-basod tracking system by the
Department of Hemeland Secunty and the imposition
of new fees charged to siudenls from abroad aye
uddittanat barriers The stories and nayths concerning
these difficulties are,in many ways, ax damaging as the
reality, Student applicants anu their parcots heat thera,
and mamly choose nol bo cone to the Vested States.
Recent attade surveys absv iutieace shan stents
considering studying abroad sce the US a6 a Tess save
place ta study contnared to such competnons ae Australia
and Brita, ul that such safety zaneers donot yet
loom very large. al Teust in the abseree af additional
mayor lerroris! anacks in the CS Although Arnerican
mtemationa! stady adminwtrarans ave noted b major
metease ir comers about safety foreign stirdents
currentiy stodyimg in the US repur: uate safe
secunty ts Seen as a greater pteblem fromm the ouside,
Only a small number of Foreiem students retarned home
rreapediately following Sepreniner Hcaul most of those
who fled returned to the US ta comptes thir sms,
The world of iernatemal higher education does
not remain stale Key competitor have piaced mach
greater emphasis on altructing students, 10 their
umversives and sce that murcased Amerncun aacriers
ta forengn stodents work to thesr advance Australia
igan especially aggressive recruiter of Farzign students,
with Britain and New Zealund nol tar behind. Alt of
these countries see attracinig students te their
ansututions as a major source of revenge. Governments
mall three countries have stunulated an actite Foren
educalion poles as a means of reducing socal
expenditures on higher education
The changes taking place yo Lurope asa result of
the EL Bolugia process are egna‘ly important, although
uta different direction, More Europesn students will
probably choose te stady within the EL) where costs
arc low and the “common academic space” makes
cross-border study easy Once fully wiplemented,
‘which should happen in the next five years oF 90, the
EU might well tum abroad (o lure studen's fiom wutside
Europe buth to cam income anct to comribule te EU
Foreiga policy aims
Americans abroad
‘American students also study abroad ta urowing
UNIVERSITY NERS, 42st, APRIE TT 2d
‘bul modest nunibers. Almoct 161,000 Americans studied
doroad in 2001-2602, an mcrease of 4.4 per cent over
the previous your woutinuing an upward rend of the
past decade or so. American colleges and universities,
‘especiatly those ir the upper tier of prestige, have long
dcelased their intsrest in providing students with an
international consciousness and, if possible, with an
‘overseas experience, as part of their undergraduate
education. There is at feast 3 nominal recogeition that,
in a globalized economy, American students need to be
aware of the world around them Nevertheless, the
Proportion of American undergraduates in Foor-ye
nshtutions studying abroad ws only a ty 0.2 per cent,
Americans studying abroad betiave differently dan
students from other countries coring to the US. The
Large majority of Americans crossing borders are
vundcreraduates, and they almost never ostain a degree
cyerseas in contrast, the majority of foreign students
in she US are craduate and professional students. und
rest al'thetn (including foreign tmdergraduates| obtain
a degree,
Amencans lyptcaliy go overseas dunng the junior
year for a “culturel eapsrience’ and languaye training
rather than fot academic koowledge. The Amencan
sivdy-abtoad experience has become shertet on
aver: en @ summer or even fess —sad many
erihes point to a decline 1 academic niger wn such
Programs In contrast. futeigmers in tke US seek
academic and professional training and seek the
kunwledge and previge of an American academic
tiegree
The countnes favored by Americans going ubroad
brave been remarkably consistent aver tine, The vast
mayurity of Americans go to nich counties (only
Mexico among the top nins destinations. 1s wot an
incustrialreed nation). with 62 pescent ecing to Europe
for their overseas exnerienes. The UK. Spain, htaly,
and France account for half of Americans students
abroad, although a few countries wih strong
imaugrant or other ties to the US--such as Greece
sand Isigei—also attrac! students But in 2001-2002,
under 3 per cent of American students studying abroad
went to Afnca.
US schuols also. promote _ campus
inernationalization by enculling students front olltet
counincs, establishing exchange programs tx promote
sniversity-to-university linkages, and other uniatives,
thus contributing 10 crass border student flows. But
despite the large numbers of internahonal students
coming to the US. they constitute only 2.7 per cent of
‘undergraduate students in four-year institutions and 13.3
per cent of graduate students—a nmuch lower percentage
than for other major host countries.
The New Transnationalism
Not only are students on the move—so toe are
anstitutions, We are at the beginning of the cra of
transnational higher education, in which academic
institutions from one country operste in another,
acaderaie programs are jointly offered by universiaics
from different countries, and higher education is
delivered through distance lechnologies. This growth
‘will affect flows of snudents from one country to another.
Transnational mitiatives share in the south-o-north
dynamic, They are almost without exception dominased
by the partner institution in the north-in terms of
curriculum, oriemation, and sometimes the teaching
staff. Frequently, the language of instruction 1s the
language of the dominant partner. very often English,
even if the language af instruction an the county 15 nat
Enghsh. ‘Cere 1s often [inte effort to adapt offshore
programs to the needs or traditions of the country in
which the programs are offered.they are simply exported
intact, A McDocald’s tambureer m Malaysia i the same
as one in Chicago, even if the beef is Halal to nest
Muslim religious requirements
Australia and the UK have been pioneers m
transnational higher education, with the US only now
hecaming a major force in this area, In some cases.
transnational arrangements are made berween
universities and postsecondary ‘nstitutions abrosd, and
mm others. the ‘partness’ are corporations or
entrepreneurs wrerested in entering the new education
industry. Australian universities have, for example,
Imked up with academic institutions and prvale
companies im Malaysia, ard more recently in South
Africa and Victnam, to offer Ausiralian degrees
‘offshore. A student can eam an Australian degree ut
Malaysia or Vietnam, (or example, without ever setting
footw Australia. There are also franchising agreements
thal permit Jocal providers lo use educational programs
of offshore mstinations, for which they give their own
degrees. Governments see transnational education, like
altracting foreign srudents, as a way to increase highet
education's revenues. Ai the campus level 109,
internacional initiatives prodnce significan! income fot
4 small bul growme number of institutions. Indeed,
the primary goal of may of the branch campuses and
transnaliona! programs is 10 enrich the home campus
Although their presence has not historically been a
significant pan ofthe overall picture, American academic
institutions have been invalved ia transnational
calerprises for a long time. A few US universines—
Boston University and Widener University, for example
have been operating offshore branches for many
“years, in pertto serve Americans (inchueting those serving,
in the armed forces) overseas and in part (o serve an
international chentele. And a few farcign institubonshave
‘operated under the umnbrella of American accreditation
and sporsorship-the American University of Beirut is
distinguished example. in the 1970s, over a dozen
Amevican calleges and universities opened up branch
campuses m.Jspan in the hope of henefiting from Japan's
booming eennamy and academic riarket at the time.
But with one or two excepuoms, the US institutions in
Japan were not among the most prestigious colleges
and universities. The American branches had problems
‘with recognition by the Japanese education authorities,
and when the Japanese economic "buoble” burst, severe
econamis and enrollment problems ensued. Now, pst
one of those branches continues to operate, The
Japanese case shows thal offshore higher educal.on
expansion can be a risky business
But the past few years have brought a new and
more sophisticated approach to global expansion or. he
part of American institutions. The University of
Chicago's business school ‘sas a branch campus in
Barcelons. Spain. where a Chicago MRA 1s available
The curriculum includes z period of study at the mun
campus in Chicage. Both Chicago and the Wharton
Schoo} of Business al the University of Pennsvivant
are establishing branches in Singapore. American
vniversities have also assisted with the development of
growing umber af mstitutions called the ‘Amencan
Universuy af 0" in such countries as Bulgaria.
Azerbaijan, Tajikistan, and atners. These schools
typically seek, and are often granted, accreditation hy
agencies in the United States
Amencan overseas expansion 1s in Some cases
become Frankly entreprertcunal. When fsrael opened
its educational market several years ago, several US.
schools sel up programs in teacher education and other
fields io cooperation with Israeli entrepreneurs to roeel
a local need. The American institutions wore all low-
prestige and in several cases quite marginal schools that
needed 2 financial boos! fram overseas enralinents
Ssraeti authorities have since pamtally closed the door (o
forcign collaboration, in part because of concerns about
low quality and the lack of adequate supervision from
the sponsoring institution, Syivar. Learrung Systems, a
for-profit higher education provider, is pursuing #
different strategy for its overseas expansion, Sylvan has
UNIVERSITY NEWS, 42(15), APRIL 12-18, 2004
purchased several foreign instcutions, mehiding same
ia Mexico and Spain. It is not clear if these schools will
have links with IS institutions or will be accredited in
the US. Without question, US higher education exports
wll grow and will have anas-yel40-be deterred impact
on American higher educaton generally:
The prospect for opening up trade in higher
education services worldwide through che implement
of a version of the General Agreement on Trade in
Services (GATS), which 1s part of the current
negotiations of the World Trade Organization, may
accelerate bolt the epportumties and problems
associated with transnationat education. GATS, if
implemented, would remove some restrictions an cross-
‘border higher education imiliatives, making it easier for
US academic instituuons and corporations to offer
programs and set up branches abroad, How this would
aflect imgmationa} suident flows or the specific policies
of American umrversities is unclear.
‘The US yovemnment, through the Department of
Commerce, and :he for-profit pnwate highor education
providers have favored GATS, while organizations lke
the Amencan Couneil en Education and the academic
comununity generally have apposed 1, They are
soncemed about how the increased emphasis on
competion and markets that GATS would bring would
affect the tradmonal values of American colieges and
Uunnsermities
There 1 2 general feclung tat tughe- education is
nol a commodny to be waded in mentatonal markets
ike stee! ar hananas, Some peopte in higher education
also worry that GATS wuuld jeopardize academe
‘autonomy in the developing nations. an ihat they would
ra fonger be able to cortrol eduzatten imports to their
own counties The dcbaic continues, and the effects
of GATS remain unclear
Dystance education is alsi part of ths transnational
picture. So farg cross-border distance higher education
16 2 smtali part af the total pucture, bul the nuzabers of
studcats seeking Internet-based degrees is yrowing
rapidly and will contamucto expand. Will distance degrees
be accepted in job markets arvund the world? M su, will
students choose to stody cm Une Exsernct i large mumbers
sather than travelling overseas? These questions »illhelp
to determine the impact of emerging distance
(echnclogies on flows of students acrass borders,
Conclusion
‘The Vaited States faces sigmficant competition in
the rapidly expanding world of mternationsl study.
UNIVERSITY NEWS, 42115), APRIL12-18, 204
‘Competitors have several major advantages. They fave
national policies relating to imemational study and cross-
‘border hight education initiatives. They have beer setting
goals, putting policies ins» place, and giviny incentives
to academic institutions to attract forergn students, The
United Statea, m contrast, has never had a national
approach fa ittemational higher education, end the
fesleral government has provided scant suppor: for it
‘Now, whatever national policies da exist are ncgative—
significant barriers have been erected it the name of
rational security that make it more difficult for foreweo
stidenis and scholars to come to the United States.
“Front-line” Ameri¢an government oflicials in US
embassies around the world, implementing national
policy, are among those giving the most negative
messages fo stadents interested in studying in the US.
Furthes, the mucnber of federally funded scholarsips to
overseas students showed a decline in the last year. The
stales, traditionally responsible Jor higher education
policy in the US, have been uninterested ini and even
hostile to international students, despite the fact thar
those students bring significant amounts of money into
Jocal economies and provide needed help as Sow-paid
(eachieg and research assistants in public universihes.
‘Thus, itis likely hat little witl be done in terms of public
polity to encourage intcrnational exchanges.
The story of mernational student flows is one of
siguificans expansion in workdwde numbers, inorewsed
competion among the major host eountres, and the.
wowing buts yer unclear impeet of technology on the
delivery of acadeouc prograrus. The Unsted States will
remain @ major player in all of these developments
because of tie sie, ianportance, and exccllence of its
academic system, Whether the US wall be ableto maintasn
its compettive edge ands leadership 1s another ater.
References
| Attbach, Philip (2062). Globalization and the University:
MMytasand Realties in an Unequal World Serninerium 807-
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Atibach, Philip G. and Patt McGill Peterson es, (1999)
Hiyher Edocagion inthe 21st Cenury: Global Chaltenge ast
[atonal Response. New York: Institue of International
Educanon,
3. Davis, Tadd M. (2003) Atlas of Student Mobility: New
‘York insviuic of ternational Féveanon.
4. Rob. Hey-Kyung (2003). Qpen Doors: Repost on
Internatvinal Shadem Exchange. New York: Insite of
Lrvernational Education.
5. Student Mobility onthe Map: Tertiary Education Exchimge
nthe Commonweal on the Tureshold of te 21st Century
(2000), Landon: URCOSA: The Council for Interna.onal
Education. is)
Food and Nutrition Curriculum in Higher Education
geared for the Changing Indian Society
‘Anwpa Siddbu
Reader, Department of Fond and Nutrition Lady Irwin Collage. Hew Delhi)
The mission of teaching foods and autrition in
Home Scierice Colleges is two fold. Firstly the students
are enlightened to changing dietary and Inlestyle needs
of community in hea and discase and secondly to
apply this knowledge in ensuring promotive health
through government, industry, instnutions and
community. Community counseling is 9 major focus of
‘our education and we teach the skills of the same to our
students. Our cemmunicalion techniques have advanced
from posters, fp books to more technology savy video
films, CD Rom and CAL evendules. Talay our student
has to be sensitwe 0 examine rssues related to:
+ Impact and efficiency of government programmes
+ Food msecunly and human nphis
+ Nutnidon insecurity: micronutriencdeficiencies
+ Gabal markers
+ Nuvitional ransition
+ Information technology and compurer apphcatron
in Home Science
+ Inmovauve methods of counseling
+ Latest techniques to do research and evaluation
+ Commonityskill enhancement
Impact and efficiency of government
Programmes : We have becn mvolved m many of the
government programme planing, implementation and
evaluation, Severe malnutcition and frank deficiencies
are not seen amy rore. There is better large population
icaster managerrent There 18 also arleq ate fond arain
in spite of rapid poputation growth and infant mortality
under-five has drastieaily reduced
But there are many pending issues, Newer problems
have emerged. Several multfactonal nutritional problems
have surfaced. Urbanization has leait 10 increased
urriber of people staying in slums. Studkes have shown
that condition of bving a urban slum «more deletenous
than a rural poor There are many mexe social abuses
sea amung slum dwellers making the vulnerable more
vulnerable Targeting, them for nutrition and health
education wali help these communities to uptionice their
resources, making them aware of available goverment
initatives and ene-uraging them to access 1, We should
identrfy lacunae and reasuns for {ack of genctranon and
work towards successful implementation of
development programmes. If they do not avail the
facilities they are lost by pilferage or by failure of
government programs
‘A Home Scientists must
+ sensitize familes to ‘wake up’ and access
governmem prograrimes
+ sensitize Families to optimize theie resources
+ sensitize families to work towards alaining long tain
good heal
Food insecurity and aman rights : In spite of
efficient large population management during. drought
1 1984 nr enrthquake in Rhu} in recent past. there are
many distressing incivlence of human deaths now In
spite of adequate buffer stocks with Food Corporation
of India certain pockets af population remained
tunteached. Even the grains it PCY Rave not had efficient
storage Probably m a large hetemnyenous coumry 95
crs these events are likely ta happen vet there is ret
seeded recognition of the issue that penple nf this country
have aright tobe reached mes nf ated «be Wt meUical
care, sheticr ar food sevunty. Mbteracy. lack of patable
water and hygiene ate isses sill larmening huneen
devclop-nent and need major gosermment nittauves and
public win, The rate at which chest Facilines should
teach remmutpities is slow and geal 1s far
Cur students should evoles nnocat we programmes
Yor community parterpation in Hunger Pree India
movement. Wwe should make ita part af eur curseulam
tw encourage students te work in thes area as field
projects. For pove and UPL fanuhes even FDS is ot
soificient More imaginative newer approaches shunski
evalve 0 quicken pace of ensuring (ood security at the
country Having short-term operation like feeiting,
programmes were valet 20-41 years ayo hut lel thems
not itmpede rnplesnertabon vl tong-tern operat. |e
goals wall take longer if long-term apntoaches are nol
Bp¥en impetus. We must encourage our students io thunk
v0 these Imes,
Nutrition Insecurity: [tis seferred tn hudden
hunger. Some nutrients extremely important for health
like won, vitamun 4. iodine and probably’ zinc are still
‘not adeyuately reached t the vulnerable group in spite
of food security. Our students extensively work m
mapping degree of deficiencies in the communnty and
coml-ance lo supplements. The 10th plan (2002-2007)
‘of Plangung Commission (GON envisages cavenngrrore
adolescent, school dropouts, pregnant and lacialing for
TPA covernye, It also recommends study of consumption
of iodized salt by communities. Promotion of vitamin A
ONTVERSITY NEWS, 42(/5), APRIL 12.58, 2004
consumption by dietary diversification is anotlier
important strategy.
Our students should be academmeally equipped at
all levels in understanding conununity and be
achieving these tational goals. In my judyment they are
30% equipped alreudy. The remamning 20% is necded to
sharpen their Skils in samplings, statisucal desym and
doug uf most professionslly and widh competence
Globat Markets : Witn WTO and emerzing global
markets and global pressure n wall he iavserative to
engute quality. This wil. nuke things expensive and
mpact the deprived commupiiies ‘Teaching
entrepreneurial shiits tor setting up the surall-scale
ndustries will hecome & bigger challenge. These
approaches will no! unste suslainable developmen:
the process of empowerment We hyve lo Wait vor
students in food mdusirs, catering industry. dietenc
plactive 1 understand amd uchaeve imtetravonal
sandatds. They should be kes ledgeabte ta handle
issues of pesticide reside. OM loads. patcnts snd
consumer protection
Musridanal Transiuon ; (ere 1s xlnbsi eden:
of obesity: in India we base added barcr wf suaberes
Indra has seen sudden: affiuence and catapulted many
rnalwurished subqcets vitn ubstty and ts.in reststamee
ug to syndrome X “The nlacurished subiec:s asained
obesity before good heal, Wie still has: gk pervemage
of children baer low. brtl: waighs PRY These
uldzen on feedrng ae likely te show neon and crahetes
mote than nema sce fey om. nbn eee
study ou dhetaiy ard Infestyle praurees af young
‘molimational execuuses 11%< re ulteadso.Desray with
tone of more disease. 1h lepertenssou end Up 10
S¥% were overwensin ail obese Stress and ack of
exercise Bere Major precipitilug Factors to these
diseases, when hard orlany surg ewe. ve4 watt
rect targets when tlhe market 1s m recessinn, There is
‘stability yob and working hers ate abusive They
have meals n nffiee canteen, mereused eatin ni pattem
and increased aleahol and tohacen consimpwnn Fey
dy aut make healthy foud chowes and have h'gh
consuimplion of sneny3: prutern. simple sugars. fas and
cholesterol. There chetany iber eomsumpcurn is bow duc
rolimwted vegetables and fruit coemsunption
Heats:
Our students stout he able to discern sore of
these transiinns The} shotld have caneystive
counschng madules. For example an our study we
gave counseling haved on hody compassion duta,
Which was more authentic ane evoyineing. Ihe AR
managers of the MNCs were tnd te encourage their
siafT to go for soll and use stars. The canteen of
MNC can be counstlce and can be encouraged 10
prepare low fat meals The company was ence sraved
UNIVERSITY NEWS, 422153, SRO I2 8, Set
tg have a gym or active recreation room. These newer
approaches, should be handied by our students
independently and very professtonally.
Information Techaotogy and Computer
applications in Home Science 2 1 25% of Indus is
getting obese, iseducated and yot has fauity dietary and
lifestyle practives then these educated people can be
reached throug media they usually use, exarnple-
Intemet, CAL module ete. Even WOD, Government of
India has web site reach lower inenre group, ANW
workers ete, inemct now has considerable penetration
and s a petent lool
Our student should be able to use computer in
counseling. database: creation, nutrient analysis and
‘opening parals and information na web. Such soputs
wall increase thea job markets‘and equup then: with skulls
te meel changing needs of India Que curr-culum should
adequately mezt this objective
Latest techniques to do research end evaluation:
Trace clenseats need atomic absorption spectro
iwanmetes Pesticides, favours, food aedhnives, Bilhy
acu analysis need GLC and HPLC, Can wy lay hack
and wait for estimations necued for our research and
evaluative studies’ How van oue do efficacy ul TFA
supplementation if Folate, Hamoeystens, ete. earuiot
Ireestunared Fecritin needs ratio.imamuno assay ‘These
techniques are now basic techniques in the field of
pulcmionsl study
Further, researeh designs for large papatations
need better understanding uf slalisnes Tike uckts raliv.
cohort sundies, multiple regression analysis. Students
should slady and use more and more af such designs
to increase their scumea 19 community ork, We eat
involve ourse ven in Larger teams to do multicentric
studies to have larger Uutahase to derive normmattves,
Community Skitt Enhancement; We ‘cach ancl
empower our student with skill for entrepreneur and
impart knowledge to enhance quality of Ide, The
students should kave adequate skills in marketing and
yuality- assurance for lord product development,
home cacering, dietetic practice. community
paructpation programs aud developmg cunting edge
technologies
In aur curriculum the students should have several
ficld placements which will help them to understand
community needs and abilities. The skills which they
impart in the Community. shoutd be in keeping with
excellence 1a product quahty and marketability. Cut
students should therefore be abreast widh sociv-ultural
‘changes und should learn sustainable development m
contest of rapidly charging markets, a
Higher Education in India and Emerging Trends
Maresh Kumar
(Lecturer, Departmen of bduevtion, BOM: Gorakhpur University. Gorakhua)
‘The idee of education is perhaps as off as human
coluae itsef: it may be formal, informe! and nem-formal
Taneja quoted {1995:04) Welton James, "Fducation is
an attempt on the part of the adult members of human
socicly to shaps the development of the coming
generations in aczcrdance with its own ideals of life”
Jt is an effort in the direction un whch the personality
can bedeveloped tothe Inghest level ofthe development.
Jn ancient India it was not a profession as it is today.
Bul if was the duty of the scholars especially of the
Brahamuns. The relationship between teacher and caught
was very intimaty like father and son, Ashrams were
the cenires nf leaming, and mostly these ashrams were
the homes of the twachers popularly known ae the
Guruieds
According to the Delors’ Report, Heaming ‘The
Treasure Within (1996). learning constizutes the
heartbeat of every society. While (1 Leaming to now
(G3) Leaming ta do ins} Learung to live together. and
(iv) Learning ta be. conshitules four pilass of education
And (4) mutual vaderstanding (14) peaceful sorerclrange,
and (sn) harmony can be taken! as the social aims of
education, It was the Opmior af the comaussion on
the cuncept of leauring throughvul life aue visualizes
education as an indispensable agset in its attempt to
atlain the peace, ‘tecdom and social justice
Historical Background
Jn ancient India Takshila. Nalanda. Vikramshila,
Nadia, Vallabi,etc.. were the centres of higher leammmg
They attracted :he scholars ftom the vanous parts of
the world for the sake wr know edge. Higher iniellecival
ammasphere was the important character sic of these
centres. Some of these centers were the residential
character and may be compared with the modem
‘universities in some aspects. Nafanda was one of them
and believed that about four thousand students were
residing in 15 residences, Bul most of the centres were
destroyed by dhe muslim invaders. Laer whea mushim
rulers consolidated their rule in India, they started their
own centres of learning called Maddrasas
The higher education in modern {nda began, with
tbe establishment of Hindu College at Calcutta in 1R17
bby Raja Ram Mohan Roy with his friend David Hare,
East India Company was hasically a commercial
company therefore it took least interest in the eiucalion
of Indian masses. But m 1824 company established
the Sanskrit College in Calcula. This wus opposed by
several social reformers and intellectuals af the time,
because they felt that lndian musses should receiwe
‘education of modem/western/useful science through
the medium of European Languages. Later in 1934
Elphinstone College at Bombay and m 1837 Madras
Christian College at Madras founded. Two groups
arose at this time, one was Onentalists and other was,
Anglicists. Orientalists favoured the pahey of teaching
through the media of classical Jndian | anguayes hike
Sanskrit, Arabic and Persian whils Anghe st favoured
the pelicy af weschiag thmuyh the media af Euan
Languages. This controversy gave rise to the famous
minutes of 1835 of Macaulay. Some reyard him a4
hearer in the path of progress” while some dislike
bim for is ignorant and violent condemnation af indian
Languages, culture and religion. Nauk & Nuraflah.
1974-75) U decided in favour of Anglicnsts. Ths the
system of English educanon was encouraged by the
government The feerale educanen which &as almost
neglected recesved a Intle encouragement by the
Chrisaan Missuntaries Sucietes in Bombay. Madras
and Caleuta,
The Wood's Education Despatch (1854) was the
most impertant educatioral uecumem under the
company’s regime and is refered to, by sume
hastonans, as the "Magna Carta of English Filueation
in India” (Nusk and Nurutlah, 197.114) Wood's
Despatch for the first time prescribed an educatcnal
policy for India mn detail. Un its recommendation thee
universes Were sel up in the Presidcney owns at
Bombay, Calcutta and Madras st 1857 or! the medlel
of London University ‘the mam function af these
uw ersities were to conduct examinations and to award
degrees. At the end of the mneleenth century there
were five unsversities in India, Two other universities
founded at Lahore (1882) and Ailahabad (1887). As
far a5 college education was concemed, there were
191 colteges and 23,009 students eneulied tn them in
91-02
Goverment appoinied the Calcutta Coiversity
Commussion (1917-19) to study and report on the
UNIVERSITY NEWS, 42(15), APRILIZ-18, 20
